Knowledge-in-Pieces—Andrea A. diSessa, David Hammer
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Publisher
Springer International Publishing
Link
http://link.springer.com/content/pdf/10.1007/978-3-030-43620-9_26
Reference19 articles.
1. Campbell, T., Schwarz, C., & Windschitl, M. (2016). What we call misconceptions may be necessary stepping-stones toward making sense of the world. Science and Children, 53(7), 28–33.
2. Carlone, H., & Smithenry, D. (2014). Creating a “We” culture: Strategies to ensure all students connect with science. Science and Children, 52(3), 66–71.
3. Chi, M. T., & Slotta, J. D. (1993). The ontological coherence of intuitive physics. Cognition and Instruction, 10(2–3), 249–260. https://doi.org/10.1080/07370008.1985.9649011.
4. Davis, P. R., Horn, M. S., & Sherin, B. L. (2013). The right kind of wrong: A “knowledge in pieces” approach to science learning in museums. Curator: The Museum Journal, 56(1), 31–46. http://dx.doi.org/10.1111/cura.12005.
5. diSessa, A. A. (1993). Toward an epistemology of physics. Cognition and Instruction, 10(2–3), 105–225. https://doi.org/10.1080/07370008.1985.9649008.
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